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INSTRUCTIONAL PLANNING TOOL

Language Arts

GRADE 7 WRITING : REVISING & EDITING

STAAR


Instructional Planning Tool User Guide  Overview 

This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of  assessed standards on the released STAAR items. Using this process, educators will:    review historical assessment data;    read and solve sample STAAR items;    analyze assessment prompts in order to consider the multiple steps required to generate a response;   anticipate varying approaches and steps students might take; and   reflect on his or her current classroom instruction.     The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress,  which support student success.    The Instructional Planning Tool is organized by the learning standards assessed on STAAR.  Each standard is labeled as  Readiness, Supporting, or Process.    READINESS STANDARDS:   are essential for success in the  

PROCESS STANDARDS:  will be assessed in context, not in 

current grade or course; 

year (although introduced in the 

isolation in the content areas of 

are important for preparedness for 

current grade or course); 

Social Studies, Science, and Math; 

the next grade or course;  

SUPPORTING STANDARDS:  may be emphasized in a subsequent 

may be emphasized in a previous 

support college and career 

year (although introduced in the 

readiness;

current grade or course); 

necessitate in‐depth instruction; 

address broad and deep ideas. 

will allow for a more integrated and  authentic assessment. 

play a role in preparing students for  the next grade or course but not a  central role;  

address more narrowly defined  ideas. 

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of  each standard. This tool provides an option to work through this thought process and can be customized to fit the  needs of each campus.  

Contents

Each booklet contains:     

all learning standards assessed on STAAR for a grade and content area;  table to insert state, region, district, and grade TAKS performance data;  sample STAAR items;   reflection questions to assist educators in increasing the rigor of classroom instruction.  

Academic vocabulary 

Academic vocabulary is vocabulary critical to understanding the concepts of the content taught in schools. There is domain‐ specific academic vocabulary and general academic vocabulary. Domain‐Specific academic vocabulary is vocabulary needed to  understand the content area (for example, in English Language Arts, it is poet, genre, literature, etc.) while general academic  vocabulary is used to refer to words that appear in texts across several disciplines or academic domains (such as explain,  describe, text, selection, and/or table). 

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Copyright©2012 Education Service Center Region XIII


Writing ▲

Grade 7 Read:

Student Expectation (SE): Highlight the verb(s) and concept(s).

E L

7:14C: The student is expected to revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. [Readiness Standard; Reporting Category 2]

State* 69%

Region* 70%

District* 71%

Grade* 70%

*Reminder: Use previous year’s spring administration data.

P

Read:

1

What is the BEST way to revise sentence 4?

A

A famous basketball player named Yao Ming carried the Chinese flag.

B

The famous basketball player who carried the Chinese flag, he was named Yao Ming.

C

A famous basketball player carried the Chinese flag he was named Yao Ming.

D

A famous basketball player carried the Chinese flag. Who was named Yao Ming.

M A

Think/Analyze:

Test Genre: Does this question require instruction with regard to test genre?

S

Students need to understand that when the question says “best way,” it means that more than one answer may be correct, but one is better than the rest. Students must locate line 4 in the text and reread the entire paragraph for context. Students can discard answer choices C and D due to incorrect punctuation and grammar. Once students have narrowed down their choice to A or B, it will be easier to select the sentence with better flow and coherence.

Academic Vocabulary: Does this question require use of any academic vocabulary?     

Revise Compound sentences (implied) Grammar (implied) Flow (implied) Coherence (implied)

Copyright©2012 Education Service Center Region XIII

Copyright©2012 Education Service Center Region XIII

4


Writing ▲

Grade 7

Apply: Instructional Considerations:

What prior knowledge is being built upon?

PL E

the structure of expository nonfiction, writing introductions, writing expository nonfiction, and crafting clear and concise sentences How do I currently teach this SE concept/content?

my students participate in a writing workshop and we edit and revise our pieces regularly.

How do I need to adjust my instruction based on this analysis?

incorporate more mentor texts highlighting clear and concise introductions, teach writing mini−lessons on revising sentences for clarity and conciseness, and provide students more opportunities to craft expository nonfiction

M

What formative assessment will I use to be sure it’s working?

writing conferences, targeted peer writing conferences focusing on the crafting and revising of complex sentences, and/or targeted quiz on revision strategies

What are some scaffolding questions to use with students?

How could you reword that sentence to focus the reader’s attention on the

SA 

subject?

Can you delete some excess words in that sentence to make it tighter?

What would it look like to place the identifying clause right after the subject to

clarify this information for your reader?

Copyright©2012 Education Service Center Region XIII

5

Copyright©2012 Education Service Center Region XIII


Writing ▲

Grade 7

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

7:14C: The student is expected to revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed. [Readiness Standard; Reporting Category 2]

State*

Region*

District*

Grade*

*Reminder: Use previous year’s spring administration data.

Read:

1

What is the BEST way to revise sentence 4?

A

A famous basketball player named Yao Ming carried the Chinese flag.

B

The famous basketball player who carried the Chinese flag, he was named Yao Ming.

C

A famous basketball player carried the Chinese flag he was named Yao Ming.

D

A famous basketball player carried the Chinese flag. Who was named Yao Ming.

Think/Analyze:

Test Genre: Does this question require instruction with regard to test genre? Students need to understand that when the question says “best way,” it means that more than one answer may be correct, but one is better than the rest. Students must locate line 4 in the text and reread the entire paragraph for context. Students can discard answer choices C and D due to incorrect punctuation and grammar. Once students have narrowed down their choice to A or B, it will be easier to select the sentence with better flow and coherence.

Academic Vocabulary: Does this question require use of any academic vocabulary?     

Revise

Compound sentences (implied) Grammar (implied) Flow (implied) Coherence (implied)

Copyright©2012 Education Service Center Region XIII

6

Copyright©2012 Education Service Center Region XIII


Writing ▲

Grade 7

Apply: Instructional Considerations:

What prior knowledge is being built upon?

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some scaffolding questions to use with students?   

Copyright©2012 Education Service Center Region XIII

7

Copyright©2012 Education Service Center Region XIII

IPT- Writing_Grade7  

This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on t...

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